Bullying and Middle School Students with and without Specific Learning Disabilities: An Examination of Social-Ecological Predictors

Autor/inn/en	Rose, Chad Allen; Espelage, Dorothy L.; Monda-Amaya, Lisa E.; Shogren, Karrie A.; Aragon, Steven R.
Titel	Bullying and Middle School Students with and without Specific Learning Disabilities: An Examination of Social-Ecological Predictors
Quelle	In: Journal of Learning Disabilities, 48 (2015) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413496279
Schlagwörter	Bullying; Middle School Students; Social Support Groups; Intervention; At Risk Students; Predictor Variables; Extracurricular Activities; Learning Disabilities; Victims; Gender Differences; Racial Differences; Grade Point Average; Factor Analysis; Measures (Individuals); Structural Equation Models; Scores + Suchen Sie Ihr Suchwort? Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Social support; Soziale Unterstützung; Prädiktor; Außerunterrichtliche Aktivität; Learning handicap; Lernbehinderung; Victim; Opfer; Geschlechterkonflikt; Rassenunterschied; Faktorenanalyse; Messdaten
Abstract	The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. In addition, increased peer social support was found to be the most significant predictor of decreased bullying, victimization, fighting, and anger for both students with SLD and students without disabilities. Educational implications include the suggestion that schools adopt multitiered antibullying programs that foster increased social supports and peer acceptance and incorporate targeted interventions for at-risk subpopulations of students. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01